Типы речемыслительной деятельности студентов – будущих психологов.
The model of mentality and speech activity based on some characteristics such as specialist’s professional language, communicative competence, verbal thinking, and analysis the students studies psychology mentality and speech activity is considered in this article.
The article describes the current tendency and challenges of philological characteristics of French the French popular language. The types of French sleng are marked out, indicating the linguistic units with the national cultural specific and information of lingvo-socio-cultural features of speech and nonlanguage behavior. The article observes and describes the expressive tools of the French language. There is the description of a cultural component of the process of studying and learning French from the perspective of intercultural communication.
The book is dedicated to problems of applying the competence-based approach in teaching a foreign language to extra-mural students of a Linguistics University. This type of education can also be successfully obtained by means of distant learning and it makes it possible to form a socially and professionally mobile (flexible) personality having the ability to develop and upgrade their professional competency by the use of modern teaching technologies. Specific features of distant learning are considered taking into account two main forms of teaching/learning process while mastering a foreign language by correspondence. Those are: tutorials at University during sessions and studying at home. An integral system of education is developed.
The chapter considers the specific character of translator’s communicative competence due to the nature of translation work. The paper analyses specific characteristics of translation as a type of speech and professional activity, which distinguish it from other types of language mediation. Based on these characteristics the author makes an attempt to describe the nature of translator’s knowledge of a foreign and native language. According to the author such knowledge can be described as systematic, interconnected, autonomous, extensive, versatile, changeable, mobile, heuristic. The author also considers the specific character of translator’s personality as an important factor which influences the nature of translator’s language knowledge. The author considers several conceptions of communicative competence, including V. Cook’s concept of multicompetence, which can serve as a basis for the conception of translator’s communicative competence. The author proposes to use the model of communicative language ability (L.F. Bachman & A. Palmer) as a basis for the model of translator’s communicative competence as it allows to fully reflect the specific character of its structure and contents.
The distractive effects on attentional task performance in different paradigms are analyzed in this paper. I demonstrate how distractors may negatively affect (interference effect), positively (redundancy effect) or neutrally (null effect). Distractor effects described in literature are classified in accordance with their hypothetical source. The general rule of the theory is also introduced. It contains the formal prediction of the particular distractor effect, based on entropy and redundancy measures from the mathematical theory of communication (Shannon, 1948). Single- vs dual-process frameworks are considered for hypothetical mechanisms which underpin the distractor effects. Distractor profiles (DPs) are also introduced for the formalization and simple visualization of experimental data concerning the distractor effects. Typical shapes of DPs and their interpretations are discussed with examples from three frequently cited experiments. Finally, the paper introduces hierarchical hypothesis that states the level-fashion modulating interrelations between distractor effects of different classes.